Comparative Study Of Tertiary Education Informatization Between Mongolia And China

In today’s conception, Information and Communication Technology (ICT) is nowadays a trend factor of determining world development, accelerator of all countries social and economical development and a tool of the protection of human right and public development.Mongolia is one of the countries which will have the most developed economy in the nearest ten years. But it would be difficult to improve economy without improving productions. We think that there are two ways:one is ability, and another one is information technology. To improve ability and information technology the most effective thing is education. From this we can see that the most important power is education. Countries which are implement Educational research can be developed country. Only one decision to solve many issues of human life is education.Information technology is improving fastly nowadays. Thus it can change human life design, and educational field is the mostly affected in the changes. Erdenesuren, a Prime minister of Mongolian Ministry of Education Culture and Science said one of the most important aim which Mongolians faced in21st century is we have to be well technical educated people.In the early20th century, most of us didn’t educated as well. But according to the world survey97.8%of Mongolians are educated by2007. That was one of the highest literacy rates in the world.In the new century, Mongolians faced with a requirement to be well educated in computers and we understand that it is very important issue to use information technology in every fields.In this research work we tried to compare information technology development in Chinese and Mongolian tertiary education field and development of tertiary education information gap, educational and informational technology infrastructure in Mongolian and Chinese tertiary education, information resources, information technology teachers’ training, regulations and planning.This research work has5chapters. Chapter one introduces background, includes status and the meaning of the study, basic issues and ideas, research purposes, and research methods. Chapter two reviews tertiary education information technology concepts, the characteristics of the origin of tertiary education, specifications and the purpose of tertiary education. In the third chapter we researched and compared the specific content of Chinese and Mongolian tertiary education information, and education information technology infrastructure construction, construction of information resources, faculty information technology training and policies and regulations. In the fourth chapter I surveyed one university as a research field and analyzed this research object. At last in the last chapter summarized and analyzed the limitations of this research. Analyzed the differences between Mongolian and Chinese tertiary education information technology. And at last tried to find some suggestions and ways in the future of Mongolian tertiary education technology.